The Character of Foreign Student Education focusing on Zainich Koreans in the Early 1980s : The Preliminary Plan for a Fundamental Policy for Foreign Student Education and the In-school Study of Touka Elementary School in Kyoto City

[出版社版]The aim of this paper is to clarify the knowledge and skill of foreign student education connected with eliminating discrimination against Zainich Koreans by means of analyzing lesson plans which were developed in the early 1980s in public elementary schools in Kyoto. In 1981, the Preliminary Plan of Fundamental Policy for Foreign Student Education was released in Kyoto City. Touka public elementary school in Kyoto started to conduct a research project for foreign student education from 1981 simultaneously with the presentation of the Preliminary Plan. The present paper focused on 82 lesson plans which were developed through a research project from 1981 to 1984. The following two points resulted from this pater: (1) Teachers tended to use Korean folk tales, traditional games and cultural events as materials. Also, when teachers use these materials, they placed stress on the similarities and differences. Students from first grade to fourth grade were taught using these materials. (2) Teachers also tended to prepare historical materials and contents concerned with enforcing the change of name. Children were expected to acquire knowledge and skills so that they could acknowledge and make good relationships. However, foreign student education of Touka elementary school has its limits. In short, there are not any lesson plans which were set goals for Zainichi Koreans to overcome discrimination. Neither is there any mention of both Japanese and Zainichi Koreans working together to reduce discrimination. In order to make lessons plans according to the above goals, it is necessary to rethinking about teaching methods for creating a school culture in which both Japanese and Zainichi Koreans children work together to remove discrimination. When teachers make lesson plans of foreign student education, the cooperative learning by Johnson & Johnson (2002) and Multicultural Social Justice Education by Sleeter and Grant (2009) are implicated useful education method